# CTE Resource Center - Verso - Early Childhood, Education, and Services II Task 455932997

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explore ethical practices and management skills for early childhood professionals.

Definition

Exploration should include the ethical practices and management skills related to
  • program goals
  • location and selection of target market (client population)
  • social media
  • financing
  • facility
  • equipment
  • staffing
  • marketing
  • logistical plans.

Process/Skill Questions

Thinking
  • What experience would early childhood professionals need to develop ethical practices and management skills?
  • What beliefs, actions, or conditions create, limit, or distort ethical practices?
Communication
  • What steps should be taken to ensure that ethical standards are followed in the early childhood center?
  • What practices are examples of ethical behavior?
Leadership
  • What should be done to ensure that early childhood professionals demonstrate ethical standards?
  • What leadership skills are needed to promote ethical standards?
Management
  • Why is it important for early childhood professionals to demonstrate ethical standards?
  • What criteria can be used to evaluate ethical behavior?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

Earning

 

Financial Fitness

 

Protecting

 

Saving

 

Spending

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Early Childhood Education

 

Entrepreneurship

 

Focus on Children

 

Illustrated Talk

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

4.6.2

Apply professional ethical standards as accepted by the recognized professional organizations.